The interplay between parental beliefs about children's emotions and parental stress impacts children's attachment security

This study investigated how parental beliefs about children's emotions and parental stress relate to children's feelings of security in the parent–child relationship. Models predicting direct effects of parental beliefs and parental stress, and moderating effects of parental stress on the relationship between parental beliefs and children's feelings of security were tested. Participants were 85 African American, European American, and Lumbee American Indian 4th and 5th grade children and one of their parents. Children reported their feelings of security in the parent–child relationship; parents independently reported on their beliefs and their stress. Parental stress moderated relationships between three of the four parental beliefs about the value of children's emotions and children's attachment security. When parent stress was low, parental beliefs accepting and valuing children's emotions were not related to children's feelings of security; when parent stress was high, however, parental beliefs accepting and valuing children's emotions were related to children's feelings of security. These findings highlight the importance of examining parental beliefs and stress together for children's attachment security. Copyright © 2010 John Wiley & Sons, Ltd.     

Internal working models of caregiving and security of attachment at age six

This study describes the relation between internal working models of caregiving, child attachment, and maternal behavior in the home. Thirty-two mothers of 6-year-old children were observed in the home and subsequently interviewed regarding experiential and affective dimensions of parenting. Interviews were examined in order to assess the quality of the mother's thinking regarding two dimensions of caregiving (secure base, competence) which we hypothesized to be related to attachment security. Results indicated a strong correspondence between internal working models of caregiving and child mental representations of attachments as measured from the child's response to a laboratory reunion. The correspondence between mental representations of caregiving and maternal behavior in the home was limited. Representation ratings were most strongly associated with competence-supporting behavior. Implications for infant mental health research and program evaluation are discussed.     

The relationship between maternal psychiatric disorder and very young children's coping behaviors

The coping behavior of high-risk infants aged 4 to 36 months was investigated. Two groups of infants (n = 60) (mothers with and without psychiatric disorders) were rated using the Early Coping Inventory (ECI), an observational measure. Results indicated that children whose mothers had chronic psychiatric disorders demonstrated significantly less effective coping behavior on all subscales of the ECI (Sensorimotor Organization, Reactive Behavior, and Self-Initiated Behavior) and on 47 of the 48 items. The at-risk children's behavior was found to be more “situationally effective”; that is, behavior used effectively in one type of situation was not generalized to other types of situations. The greatest discrepancy between the groups was in self-initiated behavior. No significant effects of demographic variables or type or severity of psychiatric disorder were found. Implications for treatment of this high-risk group are discussed. © 1997 Michigan Association for Infant Mental Health     

Longitudinal relations among maternal behaviors, effortful control and young children's committed compliance

In a sample (n = 235) of 30-, 42-, and 54-month-olds, the relations among parenting, effortful control (EC), impulsivity, and children's committed compliance were examined. Parenting was assessed with mothers' observed sensitivity and warmth; EC was measured by mothers' and caregivers' reports, as well as a behavioral task; impulsivity was assessed by mothers' and caregivers' reports; and committed compliance was observed during a cleanup and prohibition task, as well as measured by adults' reports. Using path modeling, there was evidence that 30-month parenting predicted high EC and low impulsivity a year later when the stability of the outcomes was controlled, and there was evidence that 30- and 42-month EC, but not impulsivity, predicted higher committed compliance a year later, controlling for earlier levels of the outcomes. Moreover, 42-month EC predicted low impulsivity a year later. Fixed effects models, which are not biased by omitted time-invariant variables, also were conducted and showed that 30-month parenting still predicted EC a year later, and 42-month EC predicted later low impulsivity. Findings are discussed in terms of the importance of differentiating between effortful control and impulsivity and the potential mediating role of EC in the relations between parenting and children's committed compliance.     

The relationship between cognitive abilities and maternal ratings of externalizing behaviors in preschool children

The association between child cognitive abilities and maternal ratings of child externalizing behaviors was investigated in a randomly selected sample of 290 preschool children. Child cognitive abilities were assessed by the WPPSI-R, whereas mothers completed the Yale Children's Inventory for the assessment of child externalizing behaviors. Maternal education, and maternal child-rearing style, as defined by scores on the Child Rearing Practices Report, was significantly related to perceived externalizing child behavior. Hierarchical regression analyses revealed that for girls, low child IQ remained a significant predictor of perceived externalizing behavior when effects of maternal education and child-rearing style were controlled for (p < 0.01). Maternal child-rearing style made independent contributions to explaining variance in girls' and boys' behavior score. The results are discussed in terms of differential gender socialization practices and gender stereotypes.     

The quality of children's home environment and attachment security in Indonesia

The authors examined the relation of the Home Observation for Measurement of the Environment (HOME) Inventory (B. M. Caldwell & R. H. Bradley, 1984) for 0- to 6-year-old Sundanese Indonesian children with the quality of the mother-child attachment relationship (n=44) and attachment-related behaviors during play interactions (n=37) and with characteristics of the Indonesian caregiving context (N=77). Results showed that infants and toddlers with secure attachment relationships lived in higher quality home environments than did children with insecure attachment relationships. In particular, children with insecure-resistant attachment relationships lived in more unsafe and less organized homes with less play material available. For preschoolers, a lower quality home environment predicted more negativity and noncompliance toward their mothers in a play setting outside the home. With regard to the caregiving context, the socioeconomic status of the family was strongly related to the quality of preschoolers' home environment. Scores on the HOME Inventory for Infants/Toddlers and the HOME Inventory for Early Childhood were related to other culture-specific contextual characteristics for 0- to 6-year old Indonesian children as well. As a whole, the HOME was a good indicator of the general quality of the Sundanese Indonesian home environment.     

Mothers' insightfulness regarding their infants' internal experience: relations with maternal sensitivity and infant attachment

This study examined the associations among mothers' insightfulness into their infants' internal experience, mothers' sensitivity to their infants' signals, and infants' security of attachment to their mothers. The insightfulness of 129 mothers of 12-month-old infants was assessed by showing mothers 3 videotaped segments of observations of their infants and themselves and interviewing them regarding their infants' and their own thoughts and feelings. Interviews were classified into 1 insightful and 3 noninsightful categories. Mothers' sensitivity was assessed during play sessions at home and at the laboratory, and infant-mother attachment was assessed with the Strange Situation. Mothers classified as positively insightful were rated as more sensitive and were more likely to have securely attached children than were mothers not classified as positively insightful. Insightfulness also accounted for variance in attachment beyond the variance explained by maternal sensitivity. These findings add an important dimension to research on caregiving, suggesting that mothers' seeking of explanations for the motives underlying their infants' behavior is related to both maternal sensitivity and infant attachment.     

Associations between maternal mind-mindedness and infant attachment security: investigating the mediating role of maternal sensitivity

In the last 20 years, three meta-analyses suggested that the relation between maternal sensitivity and infant attachment security was lesser in magnitude than originally believed. This led to a search for other parental behaviors likely to contribute to the development of attachment security. Based on previous theoretical propositions and empirical findings suggesting that maternal mind-mindedness may contribute to infant attachment security by favoring maternal sensitivity, the aim of this study was to examine whether sensitivity mediates the relation between maternal mind-mindedness and infant attachment security. Fifty mother-infant dyads took part in two home visits (12 months and 15 months), allowing for assessment of maternal sensitivity (T1), mind-mindedness (T1), and infant attachment (T2). The results confirmed that maternal sensitivity mediates the relation between mind-mindedness and infant attachment. The findings are discussed in light of the assessments used in this and previous studies.     

Maternal depression and children's attachment representations during the preschool years

This longitudinal study aimed to investigate the impact of chronic and transient maternal depression on children's attachment representations at 4 years of age measured with the Attachment Story Completion Task ( Bretherton, Ridgeway, & Cassidy, 1990 ). The impact of concurrent maternal depressive symptoms was also considered. A secondary aim was to investigate the continuity of attachment classification at 15 months with child attachment representations at 4 years. Children of mothers who were concurrently depressed were more likely to have attachment representations characterized by uncontained physical aggression. In contrast, there were no significant relationships between exposure to prior chronic maternal depression and children's attachment representations at 4 years, nor were there any significant relationships between behavioural assessments of attachment during infancy and later representational assessments. Findings are discussed in the context of caregiving behaviours that may foster secure attachment relationships and influence a child's social‐emotional development, limitations of representational measures, as well as poor attachment stability.     

依恋内部工作模型与老年人婚姻满意度的关系：基于夫妻成对数据的分析

依恋内部工作模型反映了个体在关系中对自我和他人的认知,虽然有很多研究证实了依恋风格与关系质量存在紧密关联,但自我和他人两个工作模型是否在预测关系质量上存在差异性尚未得到明确回答。本研究以老年群体为研究对象,直接考察自我模型与他人模型分别以怎样的方式预测婚姻满意度。研究使用问卷法对112对老年夫妻的内部工作模型、夫妻依恋取向、婚姻满意度等进行了测量,采用中介模型、交叉互倚模型以及方差分析分别从被试个体、夫妻主客体效应、以及夫妻匹配模式三个分析视角考察了依恋的两种内部工作模型与婚姻满意度的关联性。结果发现,相比他人模型,老年人自我模型与婚姻满意度的关联更为密切,且可以通过夫妻依恋双维度对其产生影响。但同时也发现,老年人依恋的内部工作模型与婚姻满意度的关联受到夫妻角色差异的影响：对于丈夫而言,自我模型与婚姻满意度的关联更为紧密,这可能与中国传统文化中的男性主导地位有关;而对于妻子而言,他人模型与婚姻满意度的关系更为紧密,这可能与女性在社会互动中更倾向于关系导向有关,也可能是传统文化中的“夫为妻纲”对老年女性的影响使然。     

Fear of death mediates ostracism distress and the moderating role of attachment internal working models

Ostracism is known to cause psychological distress; however, it remains unclear why ostracism evokes this response. Two experiments tested empirically whether fear of death mediates ostracism effects and whether attachment internal working models moderate this role. A total of 288 participants played Cyberball with two other ostensible players. After the game the accessibility of their death-related thoughts was assessed by a word completion task, and the Needs Satisfaction Scale was used to measure their distress. Participants’ attachment orientation was measured using the Experiences in Close Relationship scale. Death anxiety fully mediated ostracism distress. However, this effect was stronger in low-anxiety individuals. These studies contribute to the ostracism literature by providing further empirical support that death anxiety mediates ostracism distress, and to the attachment literature by documenting the moderation effect of attachment anxiety.     

The reciprocal relations between teachers' perceptions of children's behavior problems and teacher-child relationships in the first preschool year

To examine the reciprocal relations between teacher-child relationships and children's behavior problems, the authors analyzed cross-lagged longitudinal data on teacher-child relationships and children's internalizing and externalizing problems using a structural equation modeling approach. The homeroom teachers of 105 first-year preschoolers aged 2-3 years filled in the Student-Teacher Relationship Scale and the Child Behavior Checklist/2-3, first at 3 months after the children's preschool entrance and then at the end of the first preschool year. Results showed significant cross-wave reciprocal relations between externalizing problems and teacher-child conflict and significant cross-wave relation from early internalizing problems to later teacher-child conflict. However, the cross-wave associations between internalizing and externalizing problems and teacher-child closeness were not significant.     

The relevance of attachment theory to a contemporary Jungian view of the internal world: internal working models, implicit memory and internal objects

In this paper I examine the various meanings of the term 'internal object' and the differences between various theoretical models for the formation of internal objects. I suggest that the idea in attachment theory of 'internal working models' emphasizes the internal world as one consisting of unconscious internalized patterns of emotional relationships. The term 'internal object' lacks this clarity and the different meanings it carries within differing theoretical frameworks are a source of confusion. I describe the role implicit memory plays in the formation of 'internal working model's and suggest that these offer us an alternative explanation for unconscious fantasy and for object relationships to that of instinctual drives. This model is then brought to bear on contemporary Jungian concepts of the internal world, with a suggestion that, seen in this light, Jung's formulation of the concept of the complex has many features in common with the 'internal working model' of attachment theory.     

Goodness of fit between prenatal maternal sleep and infant sleep: Associations with maternal depression and attachment security

The current study prospectively examined the ways in which goodness of fit between maternal and infant sleep contributes to maternal depressive symptoms and the mother-child relationship across the first years of life. In a sample of 173 mother-child dyads, maternal prenatal sleep, infant sleep, maternal depressive symptoms, and mother-child attachment security were assessed via self-report, actigraphy, and observational measures. Results suggested that a poor fit between mothers’ prenatal sleep and infants’ sleep at 8 months (measured by sleep diary and actigraphy) was associated with maternal depressive symptoms at 15 months. Additionally, maternal depression mediated the association between the interplay of mother and infant sleep (measured by sleep diary) and mother-child attachment security at 30 months. Findings emphasize the importance of the match between mother and infant sleep on maternal wellbeing and mother-child relationships and highlight the role of mothers’ perceptions of infant sleep.     

The association between working models of attachment and personality: Toward an integrative framework operationalizing global relational models

A theoretical framework is presented which outlines the association between relational models of romantic relationships (romantic attachment anxiety and avoidance) and the conceptually similar dual dimensions of autonomy and sociotropy identified in the literature on personality diatheses of depression. Two studies, along with a meta-analysis of previous research, lend support to the notion that autonomy and avoidance share a common element reflecting variation in the degree to which people seek out or avoid closeness with others, whereas sociotropy and anxiety share a common element reflecting variation in the degree to which people worry about or are content in their social relations. The measures differ in relational specificity, however, as attachment anxiety and avoidance assess models of close and romantic relationships, whereas sociotropy and autonomy reflect more abstracted representations that encompass broader categories of social relation. The proposed framework offers a variety of avenues for research operationalizing and elaborating upon the function of global relational models in the attachment system.     

Attachment and preschool children's understanding of maternal versus non‐maternal psychological states

There is growing evidence that insecurely attached children are less advanced in their social understanding than their secure counterparts. However, attachment may also predict how individual children use their social understanding across different relationships. For instance, the insecure child's social‐cognitive difficulties may be more pronounced when the psychological states of an attachment figure are being considered. In the current study, forty‐eight 4‐ to 5‐year‐old children were asked about their mothers' emotions and false beliefs, as well as those of non‐attachment figures. The Separation Anxiety Test (SAT) was administered to assess children's attachment representations. Children's SAT scores predicted their overall performance on the false belief and causes of emotion tasks, even after controlling for age and verbal ability. More interestingly, however, children with high scores on the Avoidance dimension of the SAT experienced greater difficulty understanding maternal false beliefs relative to those of an unfamiliar adult female. Thus, although attachment insecurity may hinder social‐cognitive development in general, the findings suggest that there are more specific effects as well. Attachment representations that are characterized by high levels of avoidance appear to interfere with children's ability to fully engage their social‐cognitive skills when reasoning about maternal mental states.     

Child-parent attachment and children's peer relations: a quantitative review

The central premise of attachment theory is that the security of the early child-parent bond is reflected in the child's interpersonal relationships across the life span. This meta-analysis was based on 63 studies that reported correlations between child-parent attachment and children's peer relations. The overall effect size (ES) for child-mother attachment was in the small-to-moderate range and was quite homogeneous. ESs were similar in studies that featured the Strange Situation and Q-sort methods. The effects were larger for peer relations in middle childhood and adolescence than for peer relations in early childhood. ESs were also higher for studies that focused on children's close friendships rather than on relations with other peers. Gender and cultural differences in ESs were minimal. The results for the few studies on father-child attachment were inconclusive.     

Predictors of preschool language environments and their relations to children's vocabulary

Despite support for the importance of early language environments, little is known about the naturally occurring experiences children have in preschool settings. The current study sample included 91 children (M_age = 4.72 years; 56% male; 67% White) from 23 preschool classrooms and nearly 1500 h of language environment data from three waves throughout the preschool year. Of the sociodemographic characteristics, family income is most closely related to children's preschool language environments. A standard deviation increase in family income was related to children hearing approximately one million more adult words in their preschool classroom. However, conversational turns were the more robust predictor of vocabulary skills with effect sizes around 0.20, depending on model specification. Theoretical and policy implications of these findings are discussed.